Classroom teachers and teacher educators tell why they chose literature as a focus for creating literate communities, how they approach literature through read-aloud and small-group discussions, and how they view curricular decisions involved in supporting talk about books. Authors discuss situations in classrooms in urban, suburban, and rural areas. No index. Annotation c. by Book News, Inc., Portland, Or.
Kathy Gnagey Short teaches courses in children's literature and curriculum at the University of Arizona. She continues to work with teacher study groups on a wide range of topics, including literature circles and curriculum as inquiry. She is coauthor of Creating Classrooms for Authors and Inquirers, Second Edition (Heinemann, 1996), with Jerome Harste and Carolyn Burke, and coauthored Learning Together Through Inquiry with several contributors to this book.
Kathryn Mitchell Pierce currently teaches in a multiage primary classroom at Glenridge Elementary School in Clayton, Missouri. She continues to work in her own classroom and with other teachers interested in exploring literature discussion groups and small-group discussions on mathematical inquiry. Pierce coedited, with Carol Gilles, Cycles of Meaning (Heinemann, 1993), in which many of the contributors to this book share their further explorations of talk in literature discussions and other curricular structures.